Study: CARE Program Reduces Stress, Improves Classroom Quality
post-template-default,single,single-post,postid-970,single-format-standard,bridge-core-2.0.3,ajax_updown_fade,page_not_loaded,,qode-child-theme-ver-1.0.0,qode-theme-ver-19.1,qode-theme-bridge,wpb-js-composer js-comp-ver-6.6.0,vc_responsive

Study: CARE Program Reduces Stress, Improves Classroom Quality

Teachers in New York City public schools who participated in “Cultivating Awareness and Resilience in Education,” or CARE, a mindfulness professional development program, not only felt an improvement in their own well-being, they also improved the quality of their classroom. This is according to a new study lead by Patricia “Tish” Jennings, associate professor at the Curry School.

“Today, many teachers are not well-prepared for the social and emotional demands of the classroom,”  Jennings said. “While spending a great amount of cognitive energy on the content of their lessons, teachers are also constantly managing a classroom of students, some of whom have difficulty attending to learning activities, sitting still or getting along with their peers.”
From the UVA TODAY Story by Audrey Breen.

Read the full story, “Curry Study: Reducing Teachers’ Stress Leads To Higher-Quality Classrooms.”